UMUC European Division-Term IV-00-01 

INSS 540 INFORMATION SYSTEMS ANALYSIS AND DESIGN
IFSM 436 STRUCTURED SYSTEMS ANALYSIS AND DESIGN
TENTATIVE COURSE OUTLINE

Class Times: 9:00 - 16:00, weekend B               Class Location: Rhein-Main, room TBA

Office Hours:  1/2 hr. before/after class; during lunch; or by appointment 

e-mail: mockUMUC@hotmail.com, vmock@faculty.ed.umuc.edu

Webpage:   www.docmock.com

Course Credit: 3 semester hours

Pre-requisite:For INSS 540: Either INSS 510, INSS 520, INSS 530 or permission of the lecturer: For IFSM 436 - IFSM 202 and CMIS 140 or 150 or equivalent.

Textbook: Systems Analysis and Design in a Changing World by Satzinger, Jackson, and Burd, 1st Edition. Cambridge, MA: Course Technology, 2000. ISBN 0-7600-5879-2

 Handouts: Will be distributed from time-to-time. You will be responsible for this material also.

INSS 540 COURSE DESCRIPTION

 This course provides an in-depth look at all phases of information systems development.  Requirements acquisition methodologies are reviewed and evaluated with respect to different application areas.  Logical design is reviewed and implementation issues are addressed.  Data centered as well as process-centered approaches to system design are reviewed.  Particular design methodologies, including structured design, are discussed.  Life cycle as well as heuristic approaches to system development are examined and discussed.  Organizational and behavioral issues with respect to information system development are examined.  An analysis and design project will be required. 

IFSM 436 COURSE DESCRIPTION

 Advanced study of structured systems development. Topics include strategies and techniques of structured analysis and structured design for producing logical methodologies for dealing with complexity in the development of information systems.

GRADING CRITERIA/SCALE

GRADING CRITERIA:

GRADING SCALE

Analysis/Design Team Project

600 points

• RFP Creation (User Needs)

(50 points)

90-100 points =

A

• RFP Response

(50 points)

80- 89 points =

B

• Project Analysis (e.g., database, webpages)

(150 points)

70 -79 points =

C

• Project Design

(150 points)

Below 70 points =

FA

• User Interface Design & Documentation

(50 points)

• Input/Output Analysis/Design

(50 points)

• Process, Walkthroughs, Team Work, etc.

(50 points)

• Budget/Schedule

(50 points)

Midterm/Final Tests

300 points

Research Paper(Grad only)

100 points

 TOTAL 900 Undergrad

1000 points Grad

 . ASSIGNMENTS

 This class is typically run with the class members forming actual systems analysis/design teams. Therefore, the ability to perform in an effective and efficient team will be of paramount importance to the student's successful completion of this course. This approach is designed to imitate the "real-world" as much as possible given the limited resources and time constraints for this class. In order to give students the needed class time to experience working as teams, the concepts portions of this class are concentrated in the front portion of the term

Analysis/Design Team Project-Each team will be expected to prepare a complete systems analysis/design package that includes an RFP (request for proposal) that outlines the systems requirements, project management data (including a budget and a schedule), a response to the RFP, design specifications, prototypes, walkthrough reports and action lists, and other items the team deems pertinent (such as a data dictionary) as though this document was to be passed on to an entire development team for implementation. Every graded step of this project should be performed in a manner as close to a professional environment as possible, for example, the RFP should resemble an RFP produced by real organization/company and the project output should resemble design specifications rather than the typical academic report. During this project, each student will be expected to try to "put on a different analysis/design hat" for at least two roles, so they will get the most from the experience. The analysis/design should be in enough detail to convey the needs of the total system; however, it is expected that the team will focus their efforts in one or two specific areas. The portion of the total system chosen should be enough to demonstrate the team's ability to analyze/design a database, input/output, the user interface, and network considerations. Each project should also accommodate considerations for international expansion or presence (such as, currency or address considerations). The undergraduate student's participation in the design teams will be graded on the expectation that their contribution will not be as in-depth of that of a graduate student. The total project grade will be adjusted to account for undergraduate participation.

Midterm/Final--The midterm and final will consist of short answer essay questions related to the goals listed at the beginning of each chapter and the outside readings and for grad students only a comprehensive exam question. This portion of the tests (worth 100 points) will be graded exactly like the comprehensives; that is: 75% for content, 15% for English and organization, and 10% for references.

Subject Research---Each student will make a 10- to 15-minute class presentation on research pertaining to one of the objectives listed below. In addition, students shall turn in a 2- to 3-page summary along with a page of resources used  (use the APA format for this bibliography as provided on the U of M Library website) and provide each class member a 1-page handout.  Students will be graded on the quality of their presentations and summations along with their classroom discussion.  By the end of the class every student should have an elementary understanding of these topics; this material will be eligible for testing on exams. These presentations are typically due around the date that the applicable topic is being studied.

COURSE POLICIES/EXPECTATIONS

The following policies apply to this class. These policies are generally reflected in the graduate catalog.

ATTENDANCE POLICY: Regular class attendance is expected. If you should miss a meeting, it is your responsibility to obtain information concerning the material covered and upcoming assignments. If there is a quiz or other assignment due on that class period, previous arrangements should be made with the instructor whenever possible. Please note that those students receiving tuition assistance from the Federal Government must not miss three consecutive class meetings without prior approval, or the education Services Officer (ESO) must be notified by the instructor.

ACADEMIC HONESTY: Students are expected to do their own work. Cheating on tests, plagiarism on written assignments, or any other form of academic dishonesty will result in a "0" for the assignment. Note that a D or an F usually results in at least 60 or 50 points, where violation of academic honesty results in none. See the European Division Catalog for the UMUC policy on academic dishonesty and plagiarism.

ASSIGNMENT/TEST SCHEDULES: Students are expected to hand in all assignments and complete all tests on the days they are due. If a student fails to complete any assignment or test, the resulting grade will be a "0," rather than an "F." Any other assignments will be marked down half a letter grade for each half week the assignment is late, unless prior arrangements are made. Quizzes cannot be made-up unless the student had an excused absence. Major tests can be made up only if prior arrangements are made with the instructor.

CLASS PREPARATION: Students are expected to come to class prepared. This means they should have read the materials assigned for class for that session and have prepared any pertinent assignments. Quizzes may be given on the reading assignments before they are discussed in class.

COURSE OBJECTIVES

The objectives for this course are listed as "Learning Objectives" at the beginning of every chapter and below. The questions on the midterm/final will be directly related to these objectives, even though the specific topic may not be covered in class. At the end of the class the students should be able to:

• Define the systems analysis/design process in terms of the Systems Development Life Cycle-including the survey, analysis, configuration, procurement, and design and integration phases of the life cycle and describe/demonstrate the skills that pertain to each phase

• Describe the purpose, activities, roles, inputs, outputs, techniques, and steps for each analysis and design phase

• Elaborate on some of the management issues involved in the systems analysis, design, and implementation processes, including planning for change

• Determine user requirements for a new IS system, including elaboration on the hardware, software, people, data, and network resources

• Describe the traditional and prototyping approaches to systems analysis and design and be able to distinguish among them so as to apply the appropriate one to a given situation

• Define an information system's architecture in terms of data, processes, interfaces, and networks and be able to relate which elements of these are important to the design requirements

• Distinguish for systems analysis and design purposes among: 1) centralized and decentralized systems, 2) networking topologies, 3) data base and data distribution alternatives, 4) user and system interface alternatives, and 5) development environments

• Apply strategies appropriate to the analysis design of a new or modified system

• Compare and contrast conventional files and modern (relational) data bases and describe how various data elements are handled in the different methodologies

• Define the user requirements for a database and design a database as part of a total system design

• Draw physical/logical flow diagrams to illustrate specific systems analyses and designs

• Define the user requirements and design the appropriate format and media for computer input and develop prototypes of input for a total system design

• Determine the user requirements and then design the appropriate format and media for computer output and develop prototypes of output for a total system design based on those user requirements

• Describe human factors related to computer inputs and outputs and incorporate these concepts into a system analysis/design

• Determine the appropriate user interface(s) to an information system and develop prototypes illustrating appropriate design of such interfaces

• Develop a Request for Proposal (RFP) that summarizes the user requirements for a new or modified system

• Package program design specifications (organized into manageable program modules) for communicating program requirements for implementation

• Describe object-oriented tools and techniques, know how to use them, and apply them when appropriate

• Describe the role systems support plays in systems analysis, development, and implementation and how a systems designer can plan to accommodate changes, modifications, and different releases of the same product

• Describe the international implications of systems analysis and design

• Discuss some ethical issues surrounding systems analysis and design

• Demonstrate the ability to work as a member of a systems analysis and/or design team creating an RFP and then responding to it

In addition to the academic objectives, students are expected to improve their skills in the following areas:

1. Critical Thinking: Students should improve their ability to analyze an RFP for systems design and develop a detailed system design in response to an RFP. Throughout the Design Project students are encouraged to critically analyze the work of themselves and others and to think critically about real-world situations.

2. Writing Skills: Students should improve their writing skills through the development of the Request for Proposal (RFP) and formal reporting on the major project and on the midterm/final comprehensive question.

3. Oral Presentation Skills: Students should improve their presentation skills through their oral reports on the major project, walkthroughs, class discussions, and presentations. (We may decide to video tape the final project presentation.)

4. Computer Skills: Students are expected to improve their computer skills by using word processing and programming language(s) for the completion of the assignments in this class.

5. Team-Building Skills: Students will spend the major portion of time in this class working with other students and the instructor similar to the work they will do in the future.

 LECTURER INFORMATION

Teaching Philosophy-I believe students learn best when learning is fun and applied to real-world situations and when students are involved in the process. Therefore, students are expected to participate in discussions, work in groups to resolve in-class exercises, assist their fellow students when possible (without doing their work for them), and to ask questions when there is confusion. I believe that every student starts out with an A in the class and through his/her behavior illustrates to me that they are unworthy of an A. As an instructor, it is my job to facilitate the learning process, but I can't do so unless I have feedback as to what may be impeding that process.

Biography-After obtaining a BA from the University of Chicago in Anthropology, Dr. Mock worked for IBM for 15 years, primarily in the technical writing field as writer, editor, manager, and second-line manager. Her highest position was as the division's publications coordinator in the Systems Architecture Department reporting to the General Systems Division Vice President of Manufacturing. She has worked with the IBM 1800MPX System, the 360 and 370 Systems, the System/34, /36, and /38, among others. For several years she was a member of an application development team working in the manufacturing, health, education, and banking industries. After leaving IBM, she worked as an consultant to the IBM Corporation, the American Red Cross, the Centers for Disease Control and Prevention, Time Systems International, and Zygonic Technologies.

In 1981 she received her MBA from Emory University and completed her Ph.D. at Georgia State University in Management in 1992. Since that time she has been teaching business courses at Piedmont College in northeast Georgia and at Fort Valley State University in central Georgia. She has worked for UMUC, European Division for 3 years and was recently appointed Academic Director, Graduate Programs.

Class

Concepts

Activities

31 March

Introduction to Course, Instructor, fellow students; The Modern Systems Analyst; The Analyst as Project; International Implications of Systems Analysis and Design; Ethical Implications of Systems Analysis and Design

General discussion of syllabi and introduction to class; exercise on analysis and design; Lecture(s)/Discussions; Discussion of international consequences; Discussion of ethical issues; Assignment: Read Chapters 1 and 2

31 March

Approaches to System Development; Working in Teams/Groups; Budgeting, Scheduling, and Business Cases; Interpersonal Skills and Communications; An Introduction to RFPs

Lecture(s)/Discussions; Formation of Teams and Group exercise; Assignment: Read Chapter 3 and Appendices 1-3.

1 April

Investigating and Modeling System Requirements; Entity Relationship Diagrams; A Word on Market Research; Analysis, Design and Implementation Roles; Prototypes; Walkthroughs and Quality Assurance Processes/Role

Lecture(s)/Discussions; Role-playing exercise; Group exercises on data and process modeling; Assignment: Read Chapters 4 and 5

1 April

Traditional and Object-oriented Approaches to Requirements; Data Flow Diagrams

Lecture(s)/Discussions; Assignment: Read Chapters 6 and 7

21 April

Environments, Alternatives, and Decisions; Rapid Application Development and Component-Based Development

Lecture(s)/Discussions; Group Work as needed; Assignment: Statements of team projects, schedules, and roles due; Read Chapters 8 and 13

21 April

Moving to Design (through The Structured Approach); Presenting the Results

Lecture(s)/Discussions; Mini-JAD session based on proposed systems analysis. Assignment: Read Chapter 9 and Appendix D

22 April

Moving to Design (The Object-Oriented Approach); Database Design

Lecture(s)/Discussions; Group work as needed; Assignment: Read Chapter 10

22 April

Designing Inputs, Outputs, and Controls

Lecture(s)/Discussions; Group work as needed; Assignment: Read Chapters 11 and 13

5 May

Human-Computer Interaction; Knowing your User; Review of International Considerations

Lecture(s)/Discussions; Group work as needed; Assignment: Read Chapters 12

5 May

Summary of Analysis and Design Concepts

Midterm/Final; Assignment: First draft of RFP due

6May

Packaged Software and Enterprise Resource Planning

Lecture(s)/Discussions; Group Work as needed; Assignment: Read Chapter 14

6 May

Applying Data Base Design Concepts

Walkthroughs of Data Base or other application Designs; Assignment: Data Base or other application Designs Draft due

19 May

Applying Input/Output/User Interface Design Concepts

Walkthroughs of Input/Output/User Interface Designs; Assignment: Drafts of these designs due

19 May

Systems Support; Planning for System Support; Usability testing

Lecture(s)/Discussions; Walkthroughs of System Support Plan; Assignment: Read Chapter 15; System Support Plan due

20 May

Transitioning from Design to Implementation; Systems Implementation

Lecture(s)/Discussions; Group Work as needed

20 May

Project Summary

Assignment: Presentations of Systems Design by Design Teams (possibly video tape); Complete Project including RFP (Systems Analysis) and RFP Response (Systems Design) due